Staff development has a critical role to play in ensuring our practitioners are able to keep abreast of new ideas, tools and approaches in teaching and learning, as well as for sharing good practice.

That said, there are certain limitations in how staff development is conventionally facilitated, with seminars and workshops not always coming at the right time for all interested staff to attend, or being pitched at a broad level that provides a good introduction, but which may not meet specific needs.

We might also look at our staff development provision, and ask whether we always do what we could to let practitioners really experience new or enhanced tools and approaches for themselves, rather than just demonstrating and discussing them. Do we really practice what we preach when we have the opportunity, and can we really afford not to?

There is a growing consensus that we can’t, and that learner-centered staff development is critical to ensuring our practitioners and institutions can pro-actively respond to changes in how people need, want, and expect to learn.

In this section of the Transform website, you can read about how the TESEP project approached staff development, including lessons learned, and explore a range of stories and ideas around staff induction, collaboration, and cascading good practice. You will also find here a selection of illustrative staff development exemplars that you are free to tailor and re-use, and which will be expanded over time through the activities of the Support Service.

Rethinking Staff Development (Briefing Paper)	View paper
This publication provides Institutions with suggestions and examples of how to use TESEP Principles to re-design staff development, in particular in relation to staff induction; creating an expert group and cascading good practice; continuing professional development in learning and teaching; and collaborative learning and sharing practices.